Mells School Curriculum
The Curriculum for the Foundation Stage
The Foundation Stage, which lasts up to the end of the children's Reception Year, has its own curriculum. It is divided into six Early Learning Goals as below.
Personal, social and emotional development;
Communication, language and literacy;
Mathematical development;
Knowledge and understanding of the world;
Physical Development;
Creative Development;
Most will achieve the Early Learning Goals and some will progress beyond them by the end of the Foundation Stage.
The curriculum for the foundation stage underpins all future learning by supporting, fostering, promoting and developing children's:
Personal, social and emotional well-being: in particular by supporting the transition to and between settings, promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted;
Positive attitudes and dispositions towards their learning: in particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners;
Social skills: in particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and to listen to each other;
attention skills and persistence: in particular the capacity to concentrate on their own play or on group tasks;
Language and communication: with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practise and extend the range of vocabulary and communication skills they use and to listen carefully;
Reading and writing: with opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books;
Mathematics: with opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them;
Knowledge and understanding of the world: with opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives;
Physical development: with opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe;
Creative development: with opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities
Delivery of the National Curriculum
We deliver the National Curriculum through daily lessons in English and Mathematics in line with the Literacy and Numeracy Strategies and through our whole-school rolling programme of projects. These projects are based on Schemes of Work in each subject. Schemes of work are mostly based on national schemes (QCA) adapted to fit our circumstances and aims.
Click on the link at the bottom of the page to download our Curriculum framework for KS1 (this may take a few minutes!)
The Foundation Stage, which lasts up to the end of the children's Reception Year, has its own curriculum. It is divided into six Early Learning Goals as below.
Personal, social and emotional development;
Communication, language and literacy;
Mathematical development;
Knowledge and understanding of the world;
Physical Development;
Creative Development;
Most will achieve the Early Learning Goals and some will progress beyond them by the end of the Foundation Stage.
The curriculum for the foundation stage underpins all future learning by supporting, fostering, promoting and developing children's:
Personal, social and emotional well-being: in particular by supporting the transition to and between settings, promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and community so that a strong self-image and self-esteem are promoted;
Positive attitudes and dispositions towards their learning: in particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful learners;
Social skills: in particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and to listen to each other;
attention skills and persistence: in particular the capacity to concentrate on their own play or on group tasks;
Language and communication: with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to practise and extend the range of vocabulary and communication skills they use and to listen carefully;
Reading and writing: with opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts and to experience a rich variety of books;
Mathematics: with opportunities for all children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them;
Knowledge and understanding of the world: with opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts, and to explore and find out about their environment and people and places that have significance in their lives;
Physical development: with opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe;
Creative development: with opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities
Delivery of the National Curriculum
We deliver the National Curriculum through daily lessons in English and Mathematics in line with the Literacy and Numeracy Strategies and through our whole-school rolling programme of projects. These projects are based on Schemes of Work in each subject. Schemes of work are mostly based on national schemes (QCA) adapted to fit our circumstances and aims.
Click on the link at the bottom of the page to download our Curriculum framework for KS1 (this may take a few minutes!)
We have a broad and balanced curriculum which includes these main subjects
LITERACY
En 1 Speaking and Listening
· Speaking
· Listening
· Group discussion and interaction
· Drama
· Standard English
· Language Variation
En 2 Reading
· Reading strategies
· Understanding texts (KS2)
· Reading for information
· Literature
· Non-fiction and non-literary texts (KS2)
· Language structure and variation
En 3 Writing
· Composition
· Planning and drafting
· Punctuation
· Spelling
· Handwriting and presentation
· Standard English
· Language structure
Mathematics
Ma1 Knowledge, skills and understanding
Ma2 Number
· Using and applying number
· Numbers and the number system
· Calculations
· Solving numerical problems
· Processing, representing and interpreting data
Ma3 Shape, space and measures
· Using and applying shape, space and measures
· Understanding patterns and properties of shape
· Understanding properties and position of movement
· Understanding measure
Ma4 Handling data (KS2)
· Using and applying data handling
· Processing, representing and interpreting data
Science
Sc1 Scientific Enquiry
· Ideas and evidence in science
· Investigative skills
Sc2 Life processes and living things
· Life processes
· Humans and other animals
· Green plants
· Variation and classification
· Living things and the environment
Sc3 Materials and their properties
· Grouping (and classifying at KS2) materials
· Changing materials
· Separating mixtures of materials (KS2)
Sc 4 Physical processes
· Electricity
· Forces and motion
· Light and sound
· The Earth and beyond (KS2)
Information and Communication Technology (ICT)
· Finding things out
· Developing ideas and making things happen
· Exchanging and sharing information
· Reviewing, modifying and evaluating work as it progresses
Design and Technology (D +T)
· Developing, planning and communicating ideas
· Working with tools, equipment, materials and components to make quality products
· Evaluating processes and products
· Knowledge and understanding of materials and components
Physical Education (PE)
· Acquiring and developing skills
· Selecting and applying skills, tactics and compositional ideas
· Evaluating and improving performance
· Knowledge and understanding of fitness and health
· Dance activities
· Games activities
· Gymnastics activities
· Swimming activities and water safety (required from KS2)
· Athletic activities (KS2)
· Outdoor and adventurous activities (KS2)
Religious Education
. Learning About Religion
-identify, name, describe, give accounts of religious beliefs and spiritual dimension of life
-explain similarities and differences between religious practices/lifestyles
-explain the meaning of religious language, story and symbolism
. Learning from Religion and Human Experience
-reflect on aspects of human nature, identity, personality and experience
-identify and respond to questions about the nature and purpose of life on earth
-give an informed and considered response to religious and moral issues
History
. Chronological Understanding
. Knowledge, skills and understanding of events, people and changes in the past
. Historical interpretation
. Historical enquiry
. Organisation and communication
Art and Design
. Exploring and developing ideas
. Investigating and making art, craft and design
. Evaluating and developing work
. Knowledge and understanding
Music
. Controlling sound through singing and playing - performing skills
. Creating and developing musical ideas - composing skills
. Responding and reviewing - appraising skills
. Listening and applying knowledge and understanding
Personal, Social and H ealth Education (PSHE)
PSHE includes the following subjects:
. Citizenship
. Drugs, Alcohol and Tobacco
. Emotional Health and Well-being
. Nutrition and Physical Activity
. Personal Finance (as relevant)
. Safety
. Sex and Relationships
Geography
At Key stage 1
Children investigate and learn about the physical and human features of their own environment and appreciate how their locality is similar to and different from other places;
focus on geographical questions like What/Where is it? What is it like? How did it get like this?;
develop and use geographical enquiry skills, including fieldwork skills, geographical terms, making and using maps, and using photographs.
At key stage 2
Children study places and themes at different scales from local to national in the United Kingdom and overseas, and investigate how people and places are linked and how they relate to the wider world;
study how and why physical and human features are arranged as they are in a place or environment, and how people are influenced by and affect environments;
focus on geographical questions like What is it like? How did it get like this? How and why is it changing?;
develop and use geographical enquiry skills, including fieldwork and IT skills, geographical terms, making and using maps, and using photographs.
An overview of the aims and delivery of our school curriculum can be found by following the "Documents" tab and downloading "Curriculum Policy"
LITERACY
En 1 Speaking and Listening
· Speaking
· Listening
· Group discussion and interaction
· Drama
· Standard English
· Language Variation
En 2 Reading
· Reading strategies
· Understanding texts (KS2)
· Reading for information
· Literature
· Non-fiction and non-literary texts (KS2)
· Language structure and variation
En 3 Writing
· Composition
· Planning and drafting
· Punctuation
· Spelling
· Handwriting and presentation
· Standard English
· Language structure
Mathematics
Ma1 Knowledge, skills and understanding
Ma2 Number
· Using and applying number
· Numbers and the number system
· Calculations
· Solving numerical problems
· Processing, representing and interpreting data
Ma3 Shape, space and measures
· Using and applying shape, space and measures
· Understanding patterns and properties of shape
· Understanding properties and position of movement
· Understanding measure
Ma4 Handling data (KS2)
· Using and applying data handling
· Processing, representing and interpreting data
Science
Sc1 Scientific Enquiry
· Ideas and evidence in science
· Investigative skills
Sc2 Life processes and living things
· Life processes
· Humans and other animals
· Green plants
· Variation and classification
· Living things and the environment
Sc3 Materials and their properties
· Grouping (and classifying at KS2) materials
· Changing materials
· Separating mixtures of materials (KS2)
Sc 4 Physical processes
· Electricity
· Forces and motion
· Light and sound
· The Earth and beyond (KS2)
Information and Communication Technology (ICT)
· Finding things out
· Developing ideas and making things happen
· Exchanging and sharing information
· Reviewing, modifying and evaluating work as it progresses
Design and Technology (D +T)
· Developing, planning and communicating ideas
· Working with tools, equipment, materials and components to make quality products
· Evaluating processes and products
· Knowledge and understanding of materials and components
Physical Education (PE)
· Acquiring and developing skills
· Selecting and applying skills, tactics and compositional ideas
· Evaluating and improving performance
· Knowledge and understanding of fitness and health
· Dance activities
· Games activities
· Gymnastics activities
· Swimming activities and water safety (required from KS2)
· Athletic activities (KS2)
· Outdoor and adventurous activities (KS2)
Religious Education
. Learning About Religion
-identify, name, describe, give accounts of religious beliefs and spiritual dimension of life
-explain similarities and differences between religious practices/lifestyles
-explain the meaning of religious language, story and symbolism
. Learning from Religion and Human Experience
-reflect on aspects of human nature, identity, personality and experience
-identify and respond to questions about the nature and purpose of life on earth
-give an informed and considered response to religious and moral issues
History
. Chronological Understanding
. Knowledge, skills and understanding of events, people and changes in the past
. Historical interpretation
. Historical enquiry
. Organisation and communication
Art and Design
. Exploring and developing ideas
. Investigating and making art, craft and design
. Evaluating and developing work
. Knowledge and understanding
Music
. Controlling sound through singing and playing - performing skills
. Creating and developing musical ideas - composing skills
. Responding and reviewing - appraising skills
. Listening and applying knowledge and understanding
Personal, Social and H ealth Education (PSHE)
PSHE includes the following subjects:
. Citizenship
. Drugs, Alcohol and Tobacco
. Emotional Health and Well-being
. Nutrition and Physical Activity
. Personal Finance (as relevant)
. Safety
. Sex and Relationships
Geography
At Key stage 1
Children investigate and learn about the physical and human features of their own environment and appreciate how their locality is similar to and different from other places;
focus on geographical questions like What/Where is it? What is it like? How did it get like this?;
develop and use geographical enquiry skills, including fieldwork skills, geographical terms, making and using maps, and using photographs.
At key stage 2
Children study places and themes at different scales from local to national in the United Kingdom and overseas, and investigate how people and places are linked and how they relate to the wider world;
study how and why physical and human features are arranged as they are in a place or environment, and how people are influenced by and affect environments;
focus on geographical questions like What is it like? How did it get like this? How and why is it changing?;
develop and use geographical enquiry skills, including fieldwork and IT skills, geographical terms, making and using maps, and using photographs.
An overview of the aims and delivery of our school curriculum can be found by following the "Documents" tab and downloading "Curriculum Policy"